Measuring ripples & waves: Impact of early childhood service-learning
Mary Jane Eisenhauer, Assistant Professor, Purdue University North Central [meisenhauer@pnc.edu] Laura Weaver, Service Learning Coordinator, Purdue University North Central [laweaver@pnc.edu]
Summary
This research project examines the impact of student engagement on student learning and on the community partner’s capacity to meet the community’s needs within the undergraduate early childhood teacher education program at Purdue University North Central (PNC).
During the first year in the program, early childhood education students engage in a weekly immersion experience in a service agency. This service-learning project is integral to the program as it “enriches [the] academic life and life-long learning by engaging [students] in meaningful hands-on service to the community while gaining valuable knowledge and skills that integrate with the course objectives” (Schoenfeld, 2004). This project aims to demonstrate that assessment, authenticity, standards, and service engagement are not mutually exclusive but closely aligned. One of the underlying objectives in designing the project was to develop a tool to connect the evaluation of student learning and the impact within the community. This model could then be replicated for other institutions.
The project aims to examine how service-learning projects are having an effect on the participants—students and community partners—by utilizing a mixed methods approach of quantitative and qualitative data. Web-based surveys were used to gather quantitative data, and focus groups captured the lived experience in qualitative data.
This project provides the community with concrete information and examples of how the university’s commitment to strengthen service-engagement in the community is truly working to effectively address issues affecting early childhood in the community.
References
Cone, D., & Harris, S. (2003). Service-learning practice: Developing a theoretical framework. In Campus Compact (Ed.), Introduction to service-learning toolkit: Readings and resources for faculty (pp. 27-39). Providence, RI: Brown University Press.
Driscoll, A.,Gelmon, S. B., Holland, B.A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. Providence, RI: Campus Compact.
Hedges, L. C. (2006). Children's achievement: What does the evidence say about teacher, pre-k programs and economic policies?. Evanston, IL: Institute for Policy Research at Northwestern University.
Hyson, M. (2003). Preparing early childhood professionals: NAEYC's standards for programs. Washington, DC: National Association for the Education of Young Children.
Maeroff, G. (2006). Building blocks: Making children successful in the early years of school. New York: Palgrave Macmillan.
National Association for the Education of Young Children. (2010). 2010 NAEYC standards for initial and advanced early childhood professional preparation programs. Washington, DC: NAEYC.
Schoenfeld, R. (2004). Service learning guide & journal. Seattle, WA: Guide & Journal Publications. To access materials from this session please click on the file link(s) below:
Mary Jane Eisenhauer, Assistant Professor, Purdue University North Central [meisenhauer@pnc.edu]
Laura Weaver, Service Learning Coordinator, Purdue University North Central [laweaver@pnc.edu]
Keywords: Early childhood education, teacher education, experiential learning, assessment, mixed methods
Conference track: Higher education student outcomes
Format: Poster presentation
Summary
This research project examines the impact of student engagement on student learning and on the community partner’s capacity to meet the community’s needs within the undergraduate early childhood teacher education program at Purdue University North Central (PNC).
During the first year in the program, early childhood education students engage in a weekly immersion experience in a service agency. This service-learning project is integral to the program as it “enriches [the] academic life and life-long learning by engaging [students] in meaningful hands-on service to the community while gaining valuable knowledge and skills that integrate with the course objectives” (Schoenfeld, 2004). This project aims to demonstrate that assessment, authenticity, standards, and service engagement are not mutually exclusive but closely aligned. One of the underlying objectives in designing the project was to develop a tool to connect the evaluation of student learning and the impact within the community. This model could then be replicated for other institutions.
The project aims to examine how service-learning projects are having an effect on the participants—students and community partners—by utilizing a mixed methods approach of quantitative and qualitative data. Web-based surveys were used to gather quantitative data, and focus groups captured the lived experience in qualitative data.
This project provides the community with concrete information and examples of how the university’s commitment to strengthen service-engagement in the community is truly working to effectively address issues affecting early childhood in the community.
References
Cone, D., & Harris, S. (2003). Service-learning practice: Developing a theoretical framework. In Campus Compact (Ed.), Introduction to service-learning toolkit: Readings and resources for faculty (pp. 27-39). Providence, RI: Brown University Press.
Driscoll, A.,Gelmon, S. B., Holland, B.A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. Providence, RI: Campus Compact.
Hedges, L. C. (2006). Children's achievement: What does the evidence say about teacher, pre-k programs and economic policies?. Evanston, IL: Institute for Policy Research at Northwestern University.
Hyson, M. (2003). Preparing early childhood professionals: NAEYC's standards for programs. Washington, DC: National Association for the Education of Young Children.
Indiana University-Purdue University Indianapolis Center for Service Learning. (n.d.) End-of-course survey. Retrieved from http://csl.iupui.edu/assessment/classroomTools.cfm
Maeroff, G. (2006). Building blocks: Making children successful in the early years of school. New York: Palgrave Macmillan.
National Association for the Education of Young Children. (2010). 2010 NAEYC standards for initial and advanced early childhood professional preparation programs. Washington, DC: NAEYC.
Schoenfeld, R. (2004). Service learning guide & journal. Seattle, WA: Guide & Journal Publications.
To access materials from this session please click on the file link(s) below: